Saturday, May 26, 2012

Autism is a disorder with
no known cause or cure. Parents of children with ASD will understandably pursue
interventions and treatments that offer the possibility of helping their child,
particularly if they are perceived as unlikely to have any adverse effects. Unfortunately,
families are often exposed to unsubstantiated, pseudoscientific theories, and
related clinical practices that are ineffective and compete with validated
treatments, or that have the potential to result in physical, emotional, or
financial harm. The time, effort, and financial resources spent on ineffective
treatments can create an additional burden on families. As a result, parents and caregivers everywhere are eager for credible, research-based information
on the most effective treatments for autism spectrum disorders (ASD). To
address this need, the National
Autism Center has released its newest manual, A
Parent's Guide to
Evidence-Based Practice and Autism, to help parents and caregivers differentiate empirically validated
treatment approaches from treatments that are unproven and/or potentially
ineffective.

The 134-page manual
focuses on helping parents as they make decisions about how to best help children
with ASD reach their full potential. It begins with a review of the autism
spectrum, symptoms, and co-occurring conditions, and identifies and describes
effective treatments. Other topics include the importance of professional
judgment, the role of family preferences and values in the decision-making
process, and factors to consider when choosing a team of professionals to help
their child.

“Finding information about
autism is easy. It is much more difficult to find reliable information that has
withstood the rigors of science, is comprehensive in scope, and is accessible
and easy to read,” said Hanna C.
Rue, Ph.D., BCBA-D, Director of Evidence-based Practice for the National Autism
Center and one of the manual’s authors. “Even for a trained professional,
sorting through the clutter to find information that is most relevant to a
child’s needs is a complicated and challenging process.”

One of the most
distinctive and important features of this manual is that it was co-authored by
professionals and parents of children with autism. “As professionals, we think
about treatment from an entirely different perspective than a parent,” Dr. Rue
comments. “We felt it was critical that the parent experience be reflected in
every aspect of the manual.”

The manual is the latest
in a series of publications by the National Autism Center. Visit the Center’s
website to download
a free copy, watch a video, or learn more.

An advocate for
evidence-based treatment approaches, the National Autism Center identifies effective
programming and shares practical information with families about how to respond
to the challenges they face. The Center also conducts applied research and
develops training and service models for practitioners. Finally, the Center
works to shape public policy concerning ASD and its treatment through the
development and dissemination of National
Standards of Practice.

There has been a dramatic
worldwide increase in reported cases of autism over the past decade. Today,
autism spectrum conditions affect approximately 1 to 2 % of the school-age
population. Mental health professionals, educators, and policy makers recognize
that educational programs are essential to providing effective services to
children with ASD. Behavioral and educational interventions are currently the
benchmark interventions for autism. However, educators are faced with some
unique challenges. Children with autism have intellectual and academic profiles
that can differ to a large degree. No two children are alike. As a result, no
one program exists that will meet the needs of every child with autism.
Additionally, children with autism learn differently than typical peers or
children with other types of developmental disabilities. To meet the needs of
the individual child, it is critical to examine the child’s strengths,
weaknesses and unique needs when determining the appropriate educational
placement and developing a program of special services. While the components of
intervention programs might vary, it is generally agreed that program intensity
combined with early identification can lead to substantial improvement in child
functioning. The following are key components of a comprehensive educational
program for students with ASD.

• An effective,
comprehensive educational program should reflect an understanding and awareness
of the challenges presented by autism.

• Parent-professional
communication and collaboration are key components for making educational and
treatment decisions.

• On-going training and
education in autism are important for both parents and professionals.
Professionals who are trained in specific methodology and techniques will be
most effective in providing the appropriate services and in modifying
curriculum based upon the unique needs of the individual child.

• Inclusion with typically
developing peers is important for a child with ASD as peers provide the best
models for language and social skills. However, inclusive education alone is
insufficient, empirically-based intervention and training is also necessary to
address specific skill deficits.

• Assessment and progress
monitoring of a student with ASD should be completed at specified intervals by
an interdisciplinary team of professionals who have a knowledge base and
experience in autism.

• A comprehensive IEP
should be based on the child’s unique pattern of strengths and weaknesses.
Goals for a child with ASD commonly include the areas of communication, social
behavior, adaptive skills, challenging behavior, and academic and functional
skills. The IEP must address appropriate instructional and curricular
modifications, together with related services such as counseling, occupational
therapy, speech/language therapy, physical therapy and transportation needs.
Transition goals must also be developed when the student reaches 16 years of age.

• Teaching social skills
in the setting (classroom) in which they naturally occur is the most effective
approach and helps the generalization of the skills to new environments.

• No single methodology is
effective for all children with autism. Generally, it is best to integrate
scientifically validated approaches according to a child’s needs and responses.

Friday, May 25, 2012

School professionals are
now expected to participate in the identification and treatment of children
with autism spectrum disorders (ASD) more than at any other time in the recent
past. Practitioners must be prepared to recognize the presence of risk factors
and/or early warning signs of ASD, engage in case finding, and be familiar with
assessment tools and interventions in order to ensure that students are being
identified and provided with the appropriate programs and services.

There continues to be a
pressing need for evidence-based guidance on providing treatment to children
with autism spectrum disorders (ASD). Schools today face the challenge of
providing appropriate services to a diverse and increasingly numerous student
population diagnosed with ASD. In order to achieve this goal, evidence-based
practice is essential in the schools. To assist school professionals as they
strive to help these students reach their potential, the National Autism Center
has produced a comprehensive 245-page manual, Evidence-Based
Practice and Autism in the Schools. The manual outlines relevant topics,
including the current state of research findings, professional judgment and
data-based clinical decision making, values and preferences of families, and
capacity building. Each chapter sets a course for advancing the efforts of
school systems to engage in evidence-based practice for their students on the
autism spectrum.

The National Autism Center
is May Institute’s center for
the promotion of evidence-based practice. It is a nonprofit
organization dedicated to serving children and adolescents with Autism
Spectrum Disorders (ASD) by providing reliable information, promoting best
practices, and offering comprehensive resources for families, practitioners,
and communities.

Tuesday, May 22, 2012

Autism (autistic disorder) is a neurodevelopmental disorder
that typically appears during the first three years of life. It affects
development of the brain which causes difficulty with communication, learning, and
social interaction. It is one of several autism spectrum disorders or ASD that
include Asperger’s disorder (syndrome) and pervasive developmental disorder not
otherwise specified (PDD-NOS). Recent statistics from the Centers for Disease
Control and Prevention (CDC) indicate that one in every 88 children in the U.S.
has an autism diagnosis. Over the past 10 years the rates have steadily risen, from
one in 150, to one in 110, and now to one in every 88 children. This represents
a 78 percent increase in the number of children identified with an autism
spectrum disorder (ASD) over the past decade.

Despite this dramatic increase in prevalence and the explosion
of information on the Internet about autism, the disorder is still often
misunderstood by many outside the autism community. As part of a recent
campaign to raise awareness about autism, the May Institute polled families
served by Institute centers and schools about their experiences raising a child
with autism. Parents of children with autism enrolled at the Institute’s
special education schools were asked to identify hurtful or insensitive remarks
that have been directed at them and their families. They also shared
suggestions for how the community can be more supportive. Results of the poll
reveal feelings of isolation, a sense of being judged, and a significant lack
of public understanding and sensitivity. The following are tips on “what not to say:”

“What’s wrong with her?”

“Why do you let him do that? He is scaring my child.”

“You know, there is no cure.”

“Have you tried ……? If you did, she would be more normal.”

“I don’t know how you do it.”

“Is she getting any better?”

“Why don’t you just leave your kid at home? It would be so
much easier for everyone.”

“My child doesn’t know how to play with your autistic
child.”

“Funding would be better spent on normal children.”

“Don’t worry – he’ll be okay.”

Parents were also asked about what they believe most people
“don’t get” about autism. The following
are factual information points that families of children with autism want
others to know about the disorder:

Autism is a spectrum disorder – each child is uniquely
affected.

Autism is not the result of bad parenting or lack of
discipline.

Autism can “look” like your daughter, son, niece, or
grandchild.

Parents of children on the spectrum are not paranoid or
always overwhelmed with grief.

Just because a child with autism is non-verbal or does not
make eye contact, it does not mean he or she doesn’t notice the looks or feel
pain from being ignored, bullied, or disregarded.

Don’t treat kids with autism as if their diagnosis is
contagious.

Many people with autism are social and want to interact but
don’t know how.

Please don’t reference anyone – be it an individual with an
autism diagnosis or any other diagnosis – as “retarded.

Be kinder than you need to
be, because just about everyone is battling something you know nothing about.

Parenting a child with
autism is difficult and rewarding, just like it is for parents of typical
children. It just takes a little more patience and understanding.

Community and educational
resources are needed to provide support for families of individuals who have autism
spectrum disorders (ASD) and the professionals who work with them. Helping
professionals and the general community develop a better understanding of the
challenges of persons with autism and their families is critical. In the words
of one parent, “We need our community to support us. Help us not to feel
isolated. Everyone can help in their own way, and everybody’s contribution is
appreciated.”

The National Autism Center is May Institute's
Center for the Promotion of Evidence-based Practice. It is dedicated to serving
children and adolescents with ASD by providing reliable information, promoting
best practices, and offering comprehensive resources for families,
practitioners, and communities.

Friday, May 18, 2012

Students with autism
spectrum disorders (ASD) who demonstrate serious and persistent behavioral
challenges should be provided with an individual behavior intervention plan.
The Individuals with Disabilities Education Act (IDEA) stipulates that a
functional behavior assessment (FBA) be completed and a behavior intervention
(or support) plan (BIP) implemented for students with disabilities when they
are the subject of school discipline proceedings or being considered for an
alternative placement. IDEA also requires that positive behavioral support
programming be provided to eligible students who are in need; particularly when
the behavior impedes learning or the learning of others.

Functional behavior
assessment (FBA) is an important component of providing positive behavioral
support to students with ASD. FBA methods are considered best practice in
identifying and designing behavioral interventions. A consistent finding has
been that intervention plans developed from functional assessment information
are more likely to result in a significant reduction of challenging behavior. An
important goal of a functional assessment is to identify antecedents or
environmental situations that will predict the occurrence and nonoccurrence of
the student’s challenging behavior. Another goal is to obtain and expand
information that will improve the effectiveness and efficiency of intervention
strategies. FBA identifies the function(s) that the behavior appears to serve
for the student. For example, students
might exhibit challenging behaviors with the goal of escape or the goal of
seeking attention. When the curriculum is difficult or demanding, students may
attempt to avoid or escape work through their behavior (e.g., refusal, passive
aggression, disruption, etc.). They may also use challenging behavior to get
attention from adults and peers. Because students with ASD also have
significant social and pragmatic skills deficits, they may experience
difficulty effectively communicating their needs or influencing the
environment. Thus, challenging classroom behavior may serve a purpose for
communicating or a communicative function. When we understand the goal of
student behavior then we can begin to teach alternative replacement behavior
and new interactional skills.

The process of conducting
an FBA is best described as (a) an strategy to discover the purposes, goals, or
functions of a student’s behavior; (b) an attempt to identify the conditions
under which the behavior is most likely and least likely to occur; (c) a
process for developing a useful understanding of how a student’s behavior is
influenced by or relates to the environment; and (d) an attempt to identify
clear, predictive relationships between events in the student’s environments
and occurrences of challenging behavior and the contingent events that maintain
the problem behavior.

An FBA can be
conducted in a variety of ways. There are two general assessment tools to
assist in the collection of information about the variables and events that
surround the occurrence (or nonoccurrence) of the student’s challenging
behavior. The first are interviews and rating scales that provide information
from the individuals (parents, teachers) who know the student best, along with
the student themselves. The second method is direct observation of the student
in his or her natural daily environments. One observation strategy for
collecting observational information is the A-B-C format. The observer records
the Antecedent to the behavior (what happened immediately before the behavior),
describes the Behavior, and the Consequence of the behavior (what happened
immediately after). The following steps are a general guide to developing a
comprehensive student behavior intervention or support plan.

Development of the plan
should begin with a functional assessment (FBA) of the problem behavior to
understand the student and the nature of the challenging behavior in the
context of the environment.

Next, the professional
team examines the results of the functional assessment and develops hypothesis
statements as to why the student engages in the challenging behavior. The
hypothesis statement is an informed, assessment-based explanation of the
challenging behavior that indicates the possible function or functions served for the student.

Once developed, the
hypothesis provides the foundation for the development of intervention
strategies. The focus of intervention plan is not only on behavior reduction,
but for also teaching appropriate, functional (generally communicative) skills
that serve as alternative/replacement behaviors for the undesirable behavior.

Following
implementation of the BIP, the team regularly reviews and evaluates its
effectiveness and makes modifications as needed.

Thursday, May 17, 2012

Early intensive behavioral
intervention (EIBI) is considered a central feature of intervention programming
for children with autism. EIBI programs are among the most and best researched
of the psychoeducational interventions. Several research publications and meta-analysis
indicate that early intensive behavioral intervention (EIBI) may improve the
quality of life and level of functioning for children with autism spectrum
disorders (ASD). EIBI programs are based on applied behavior analysis (ABA), a
behavioral approach that is well supported in the research literature. ABA can be
thought of as an inclusive term that encompasses a number of concepts and
techniques used in the assessment, treatment, and prevention of behavioral
problems in children with ASD. Perhaps the best known technique within EIBI is
called discrete trial training. This method involves breaking behaviors down
into subcategories and teaching each subcategory through repetition, positive
reinforcement, and prompts that are gradually removed from the program as the
child progresses. The principles of ABA are also incorporated within other interventions
and programs such as incidental teaching and pivotal response training.

EIBI
programs have typically focused on preschool and young children. Research now
suggests that school-age children with ASD may benefit as much as younger
children from this approach and that EIBI programs can be successfully adapted
to school settings. Although there is little professional disagreement that
EIBI is an effective treatment, on average, for children with autism, we should
be mindful that it does not produce significant changes in all areas of
children’s functioning or result in similar gains for all children. Moreover,
EIBI may not be appropriate for all children. While EIBI is an important and
effective intervention approach, there is a need for further research
documenting the maintenance of gains of EIBI and long-term outcomes.

Further information on evidence-based treatment/intervention for autism is available from the National Autism Center.

A Best Practice Guide to Assessment and Intervention for
Autism and Asperger Syndrome in Schools is a new book providing comprehensive
and detailed information pertaining to school-based assessment and treatment of
Pervasive Developmental Disorders (also commonly referred to as autism spectrum
disorders). Written by Dr. Lee A. Wilkinson, a practicing school psychologist,
professor, and established researcher in the field of autism spectrum
disorders, the book contains seven chapters, each focusing on a specific aspect of working with and supporting
individuals in this population (e.g., screening, assessment, interventions). In line with
its title, the focus of the book is on the implications for practice and the implementation of
best-practice approaches by mental health professionals working in a school setting. It
serves as a resource for parents and mental health professionals who work with
individuals with autism or Asperger syndrome within a school setting (e.g.,
school psychologists, educational psychologists, clinical psychologists,
counseling psychologists, social workers).

Content and Structure

The initial chapter contains an overview and description of
the pervasive developmental disorders, the common presenting symptomatology (the
“autistic triad”), and the prevalence rates of each disorder. This initial description
is thorough and provides the reader with explicit and relevant information on the common
characteristics of each disorder as well as the important clinical and behavioral
differences among them. Many readers will appreciate the detail taken in these
descriptions and will likely be better informed about the specific features of each disorder and
the broader category of pervasive developmental disorders as a whole.

Following from this, the book focuses on autism and Asperger
syndrome specifically, beginning with a systematic description of the best
practices approach to assessment through the processes of initial screening and formal
assessment. Specific measures related to each of these processes are described and
compared, providing the reader with evidence-based information pertaining to the utility of
specific screening and diagnostic measures/tools as well as effective and
efficient diagnostic process. The author then progresses on to a discussion of
best practices in intervention and educational supports, including a
description of the existing evidence base for a variety of commonly used approaches and strategies. The author concludes with a discussion of future
research directions and specific areas in need of targeted investigation.

Critique

The focus of this book is on providing practitioners and
caregivers more in depth information pertaining to autism and Asperger
syndrome. The layout of the book is easy to read as it is written for a varied audience. The coverage
of important and relevant topics is thorough and provides targeted information for
individuals interested in learning more about this class of childhood
disorders. Indeed, the chapters on screening and formal assessment provide information pertaining to specific measures and their utility. Similarly, the chapters on interventions and academic
supports provide a succinct overview of current popular approaches and
strategies. Furthermore, important information is highlighted through diligent
use of text boxes (e.g., best practices processes and procedures within several chapters) that allow the reader to discern key information at a glance. This
approach is best observed in the chapter pertaining to intervention and treatment
in which the author presents information on the current empirical evidence for
a variety of interventions, providing the reader with a quick overview of each
and a summary of the supporting evidence, or lack thereof.

Another strength of the book is its focus on the screening
process prior to formal assessment. The description of a best practices approach to
quick and effective screening of individuals presented in this chapter is
likely to be of particular benefit to educators and school psychologists.
Indeed, if used, the measures and screening processes described in this chapter
could reduce workload and increase the effectiveness of many such professionals
by enabling them to provide the appropriate services (e.g., formal assessment,
behavior management strategies, and/or consultation) efficiently.

A noteworthy feature of the book is its use of two clinical
case studies that are interwoven throughout several chapters. These cases
provide the reader with insight regarding relevant background information,
presenting symptomatology, assessment results and interpretation, and suggested
intervention activities for individuals with autism or Asperger syndrome.
Indeed, these case studies will likely afford greater understanding of the information provided in the book by parents, professionals, and individuals affected
by autism or Asperger syndrome themselves.

A final strength of the book is its inclusion of recent
research and clinical information. As such, much of the reviewed literature is up to date,
providing the reader with appropriate information regarding the current state of
affairs for each disorder. This inclusion of recent empirical evidence is especially important
given the rapid pace of research and findings and the typical delay between
development and publication of volumes such as this one.

Despite the many strengths of the book, two limitations are
noted. First, the majority of information is psychological in nature, and
classroom-based individuals will find little suited for their purposes. For example, the book contains
very detailed and prescriptive information pertaining to psychological screening, formal
assessment, and development of intervention planning. However, there is no information
pertaining to specific “red flags,” behavioral indicators that teachers or other
such school professionals should make note of. As many teachers, particularly those in the
early elementary school years, keenly desire more information on how they can facilitate
the identification of students with a possible pervasive developmental disorder, this book
would seem to be an excellent resource to provide such important information.
Moreover, as school psychologists are increasingly advocating for a larger
consultative role in their work, and less of a role as a designated “tester,”
providing such information that could then be passed along to teachers would
afford greater consultative opportunities for school psychologists and enhance
the working relationship with teachers. However, the lack of this information reinforces teachers’ continued reliance on psychologists or other mental health
professionals to work with children in this population.

Second, the two case studies provide an adequate picture of
higher functioning aspects of individuals with a pervasive developmental
disorder (e.g., “high-functioning autism” or Asperger syndrome) through the screening and
formal assessment processes. However, no contextual examples of those individuals more
typical of the autism population are provided. Specifically, the majority of
individuals with autism demonstrate cognitive challenges and associated
limitations in functioning across a variety of domains. As such, their
behavioral presentation is typically much different that those described in the case studies. As well, only one of these case studies was integrated into the
chapter on interventions, providing limited contextual information for the
reader regarding this essential component to service delivery and support.
Additional case studies may have resulted in a more inclusive and comprehensive
presentation of this broad category of disorders. Thus, although the majority
of the case studies provide enlightening and important information, these two
specifically are more limited in scope and clinical usefulness.

Overall, this book presents readers with an excellent
overview of autism and Asperger syndrome. The author has expertly formatted the book and
each chapter so that the reader is provided with an excellent resource of
recent and relevant information pertaining to screening, formal assessment, and
interventions with individuals in this population. The use of two case studies
helps to highlight some of the information presented throughout the book.
Although the majority of information will be useful from a clinical or
psychological perspective and is representative primarily of the higher
functioning end of the autism spectrum, it is believed that many school-based professionals
will be able to make use of this excellent resource.

Autism Florida offers simplicity of
use and ease of navigation to locate information about autism quickly and find
resources in Florida that can help from the time of suspecting autism through
screening, evaluation, treatment, and transitioning to adult years. As a
centralized, single entry point for Florida autism information, the website provides
a directory e-resources, websites, specific topics, and a list of frequently
asked questions (F & Q). Links to existing resources include information
from Florida’s Center for Autism and Related Disabilities (CARD), state agency
websites, the Dan Marino
Foundation, and other organizations. The website was developed by the Florida State University Autism Institute at
the request of the Governor’s Task Force on ASD in collaboration with CARD and
the Florida Department of Health. The
Task Force recognized the need to create a website to provide Florida Families
easily accessible and useful information about autism and related disabilities.
Autism Florida is a work in
progress and content will be added and updated regularly.

Florida’s Center for Autism and Related
Disabilities (CARD) has provided services to individuals with autism and
related disabilities, their families, and to the professionals who work with
them since 1993. CARD’s purpose is to enhance the lives of individuals by
helping them become valued members of their communities. CARD offers supports
within the natural contexts of homes, residences, child care programs, schools,
and communities at no cost. The Florida State Legislature allocates funds that
are administered to the following seven regional CARD sites through the state’s
Department of Education.

Florida’s Center for Autism and Related
Disabilities (CARD) has provided services to individuals with autism and
related disabilities, their families, and to the professionals who work with
them since 1993. CARD’s purpose is to enhance the lives of individuals by
helping them become valued members of their communities. CARD offers supports
within the natural contexts of homes, residences, child care programs, schools,
and communities at no cost. The Florida State Legislature allocates funds that
are administered to the following seven regional CARD sites through the state’s
Department of Education.

Thursday, May 3, 2012

The American Psychiatric
Association's (APA) new diagnostic criteria for the fifth edition of the Diagnostic
and Statistical Manual of Mental Disorders (DSM-5) for autism has been widely
publicized. While final decisions are still months away, the recommendations
reflect the work of many of the nation’s best scientific and research minds and
are supported by more than a decade of intensive study and analysis. The
proposal by the DSM-5 Neurodevelopmental Work Group recommends a new category
called Autism Spectrum Disorder which would incorporate several previously separate
diagnoses, including autistic disorder, Asperger’s disorder (syndrome),
childhood disintegrative disorder and pervasive developmental disorder not
otherwise specified (PDD-NOS). This new category reflects members’ conclusion
that a
single spectrum disorder better describes our understanding about the
pathology and clinical presentation of the neurodevelopmental disorders.

For the next 6
weeks, the public will once again be offered the opportunity to submit
comments on the draft fifth edition of Diagnostic and Statistical Manual of
Mental Disorders (DSM-5). The preliminary draft revisions to the current
diagnostic criteria for autism as well as revisions to the diagnostic criteria
for other psychiatric diagnoses is open for final public comment from May 2nd
through June 15th, 2012. This commenting period marks the third and final time
DSM-5 draft criteria will be available for your feedback. Following this period
the site will remain viewable with the draft proposals until DSM-5’s
publication. Release of DSM-5 is scheduled for May 2013, culminating a 14-year
revision process.

To learn more about the
proposed changes to the criteria for autism and take part in this historic
process, please visit the DSM-5.org
Web site. Comments on the proposed revision to Autism Spectrum Disorder can
be made directly via the Neurodevelopmental
Disorders page.

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Thank you for visiting bestpracticeautism.com

The objective of bestpracticeautism.com is to advocate, educate, and informby providing a best practice guide to the screening, assessment, and intervention for school-age children on the autism spectrum. Timely articles and postings include topics such as screening, evaluation, positive behavior support (PBS), self-management, educational planning, IEP development, gender differences, evidence-based interventions (EBI) and more. This site also features up-to-date information on scientifically validated treatment options for children with ASD and a list of best practice books, articles, and links to organizations. Designed to be a practical and useful resource, bestpracticeautism.com offers essential information for psychologists, teachers, counselors, advocates and attorneys, special education professionals, and parents.

Best Practice Guide

Praise for "A Best Practice Guide..."

“It is rare that one book can pack so many resources and easy to digest information into a single volume! Families, school personnel, and professionals all need the extensive, and up-to-date tips, guides, and ‘must-knows’ provided here. It’s obvious the author is both a seasoned researcher and practitioner – a winning combination.” - Dr. Debra Moore, psychologist and co-author with Dr. Temple Grandin, of The Loving Push: How Parents & Professionals Can Help Spectrum Kids Become Successful Adult

“Dr Wilkinson has done it again. This updated and scholarly Second Edition reflects important recent changes regarding diagnosis and services for students with Autism Spectrum Disorder. With its numerous best-practice suggestions, it is a must-read for school psychologists, school social workers, and those who teach in general and special education.” - Dr Steven Landau, Professor of School Psychology in the Department of Psychology, Illinois State University

“This book is an essential resource for every educator that works with students with ASD! The easy-to-read format is complete with up to date research on evidence-based practices for this population, sample observation and assessment worksheets and case studies that allow the reader to apply the information presented.” - Gena P. Barnhill, PhD, NCSP, BCBA-D, LBA, Director of Special Education Programs at Lynchburg College, Lynchburg, VA

“As a parent-advocate, Dr. Wilkinson's book is both comprehensive and easy to digest. It's comprehensive because it provides readers with a 10,000 foot view of the landscape. It's easy to digest because it is written in language that non-professionals can understand. If you read only one book, this is the one.” - Dan Harris, JD

"The author does a wonderful job presenting all of the data, facts, figures and statistics in a very structured layout that is straightforward, practical and convenient to access. With the rising incidence of children being diagnosed on the Autism spectrum, this guide should be required reading for all direct service providers who work with children in the school setting. On behalf of the Autism community I extend a sincere thank you to Lee Wilkinson for this impressive and most valuable resource.” - ParentCoachingforAutism.com

“Dr. Wilkinson has created an outstanding blend of academic research and practical application in a text that is so clearly written it is a pleasure to read for professionals and parents alike. This book fills an important need that has existed for years. Dr. Wilkinson has created an indispensable resource that should definitely be in each school’s professional library.” - Ally4Autism.com

"The author has expertly formatted the book and each chapter so that the reader is provided with an excellent resource of recent and relevant information pertaining to screening, formal assessment, and interventions with individuals in this population.” - Canadian Journal of School Psychology

“The uses and limitations of a variety of methods from psychometrics to observational assessments are clearly presented. Case studies give the reader exemplars of a range of assessments and the implications for learning in a highly readable way. Key issues are provided in summary boxes. Interventions include a detailed guide to promote skills in self-monitoring in the learner. In summary, this is an accessible book, of benefit to all those involved in the assessment and support of students with ASD.” - Educational Psychology in Practice

"School district administrators, attorneys, educators, and psychologists will want to have this guide available to them as a resource on 'best practices' in the field of ASD." -Diane Adreon, Associate Director, University of Miami-Nova Southeastern University center for Autism and Related Disabilities (UM-NSU CARD)

"This book provides a complete source for parents, educators, researchers and clinicians seeking information related to assessment and interventions available for individuals (mostly children) diagnosed with Autism Spectrum Disorders (ASD). Parents will benefit from reading this book as it exposes variety of issues to consider when seeking assessment and treatment for their children." -Journal of Autism and Developmental Disorders

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